Music education is aimed at the development of musical abilities, emotionality during the performance of musical compositions, and all-round development. The aim of the article is to determine the possibilities of schoolchildren obtaining musical knowledge with the help of modernized online technologies, as well as to determine the importance of a teacher in modern music education. The indicators were determined by a questionnaire, the data collection for which was done using a Likert scale. Initially, the paper identified approaches to teaching students prior to the study. The results showed that more emphasis was placed on the use of book-based theoretical materials (46%), which allowed only 21% of students to achieve a high level of knowledge. The use of information technology was common among 9% of students, which allowed 76% of students to achieve high results, which is based on acquiring knowledge in a shorter time. The authors concluded that it is necessary to provide improved stages of learning, which will expand the use of modernized technology. Work on the theoretical basics of piano playing can be implemented with the Vivace app; Flow app helps one to work on sound features; Functional Ear Trainer app is about developing rhythm and hearing; and Chordana Play app helps one to work on a piece of music. After training, by calculating the coefficient of effectiveness, it was found that students in group #1 (0.791), who mastered the skills of playing the piano according to the developed training stages and without a teacher, showed the quality of acquired knowledge lower than students in group #2 (0.853), who were trained under the direct influence of a teacher. The data obtained confirm the high quality of learning in the groups, as the educational process was built with the correct distribution of workload and providing opportunities for the development of musical skills. It is established that the students of group 1 to a greater extent developed independence (29%), and group 2 was good at the accuracy of musical tasks’ sequence (28%). The practical significance of the work is based on the possibility of transforming the music learning system with the help of modern technology. Prospects for the study can be based on a comparison of the quality of teaching the piano and vocal training, excluding the participation of a teacher in the learning process.

As teaching and learning experiences broaden to include more technological innovations, methods of instruction and resource flexibility are becoming increasingly important for educators and students. Open educational resources (OER) have gained international appeal for such flexibility, and post-secondary institutions are at the forefront of creating access to them. Although research related to OER has increased, few researchers have focused on OER in music instruction. In my cross-sectional survey of music faculty in the United States (N = 409), I found that music faculty were generally unaware of OER although most participants would consider adopting an open textbook for a course. Motivating factors for adoption included ease of use and decreased costs for students, whereas time and financial support would be necessary for adoption to be feasible.

The purposes of the research were to 1) explore the effectiveness of the blended learning approach of piano on the performance of the major students in the Music department of Hunan Vocational College of Art and 2) to determine the students' perceptions of the blended learning approach through a questionnaire survey. The participants of this study were 59 students majoring in piano, freshmen and sophomores who were studying with a face-to-face method and Violy application at the Music Department of Hunan Vocational College of Art. The quantitative research design of the quasi-experiment and questionnaire were conducted. The paired sample t-test was applied for hypothesis testing while the descriptive analysis—mean and standard deviation were used to report the samples' perceptions towards blended learning. The results revealed statistically significant differences between the scores of piano performance post-test after Violy had been employed and the pretest. The four piano performances measured-accuracy, technique, musicality, and repertoire difficulty had shown the improvement scores of the students once the Violy application was integrated as a teaching method. In addition, the students exposed to the Violy application expressed positive attitudes toward the usage of the Violy application. Therefore, the Violy application is a proven effective learning tool to improve student piano performance.

For performing arts education, Sage on the stage and Learn from the Masters were halted by the COVID-19 pandemic, and so did everything else. All lectures, tutorials and other face-to-face skill-based training sections were cancelled and were replaced by the online model. Such a model was only seen as one of the supplementary components for performing arts education in the past. From January 2020, this online pedagogy was inevitably placed to surmount the challenges caused by the COVID-19 pandemic. The social distancing measures demanded the blended pedagogy into a new online approach, in which the traditional face-to-face teaching to be replaced by synchronous online learning (facilitated by technologies such as Zoom, Cisco Webex, Google Class, Panopto etc.). Meanwhile, to offer opportunities for cognitive participation which allows students to process the learning and be reflective, webinar and innovative performance projects were launched from the concept of ‘flipped classroom and outcome-based education.’ This mixed approach (blended learning, flipped classroom, and outcome-based education) is described as ‘hybrid learning’ in this study.

Previous studies have examined the effectiveness of blended learning in various learning contexts, including music classes in public schools and music teacher education programs. However, research on the relative importance of both technology-based instruction and traditional classroom environments is lacking. This study examined the experiences of Korean preservice music teachers in a blended learning environment and demonstrated the need for an appropriate time period between online and face-to-face learning, especially for those with little experience in theoretical and practical music education. While a face-to-face classroom was found to be a crucial setting for preservice music teachers to gain various perspectives on class materials with the help of peers, a few found it challenging to explain their understandings to others in a group and express their opinions about specific school scenarios. Finally, formal question time on an online platform that maintains anonymity encouraged preservice music teachers to actively participate in in-class activities, and the combination of theory and practice was perceived as a major strength of blended learning.

In K-12 schools, classes are forced to transform online due to the class suspension amid the COVID-19 pandemic. Educators began to design alternative ways to conduct some meaningful learning activities for their students. However, not all subject disciplines could be easily transformed online, especially for those requiring much social interaction and creation processes. In this article, we explore the learning processes through learning Shubailan, a form of music folk-talk-singing, with a mobile instrument application called muyu in an online flipped classroom among 122 secondary school students in Hong Kong. The opportunities can encourage students to learn music theories and instruments about Shubailan, and create a Shubailan piece through 6-lesson music learning. To gain more online face-to-face time for collaboration, flipping the online classroom is adopted in this study to engage students in lesson preparations via preassigned recorded videos and collaborative activities during face-to-face online lessons. In this study, a mixed research method was employed with the use of a learning satisfaction survey, teachers’ observations and semi-structured interviews. We found that this strategy could effectively motivate students to learn music and improve their music knowledge in Shubailan. This article presents evidence of implementing the online flipped classroom approach to enhance students’ satisfaction and knowledge acquisition throughout Shubailan music making processes, and offers recommendations for online music educators. Results provide a set of innovative pedagogical approaches to teach music in an online alternative mode during the difficult times.

The study is devoted to the search for technological solutions to improve and modernize music education aimed at developing fundamental skills of vocal mastery. Optimum technological solutions were identified in order to improve and modernize music education, the functional features of which provide students with the opportunity to master auditory skills by playing musical games by ear, sing to recordings in real-time, listen to and identifying chords, intervals, progressions, genres, etc. Mobile apps such as VoCo Vocal Coach, Vocalist Lite, Vox Tools: Learn to Sing, Swiftscales Vocal Trainer, Learn to Sing, Singing Lessons, Pocket Pitch, Sound Cloud, Sing True, Voice Training, VocaLive CS can transform vocal training in accordance with modern digital trends. The study substantiates the need for synergy of technological solutions and modern pedagogical styles in the development of vocal mastery. Technology can become an effective tool to improve learning by providing students with more constructive feedback and personalized learning. The model of the introduction of mobile applications and support in vocal training in accordance with the educational needs of the digital generation combines technological and pedagogical methods of training vocal masters and opens up opportunities for the development of digital music education.

Innovations in training programs impact the educational system and the level of students' professional abilities. Therefore, the purpose of this study is to investigate the use of innovative technologies in teaching music and aesthetics with the use of intelligent technology. Students from various music schools in Beijing participated in the study: elementary (112 respondents), middle (123 respondents), and high school (98 respondents) (areas: piano, violin, and percussion), a total of 343 participants. Assessment of the students' level of proficiency took place in several stages: comparing the students' level of proficiency with that they had before the experiment, for this purpose an average eight-point system was used. The next stage consisted of a comparison of grades for the final academic concert. The results showed that the greatest improvement was seen in the percussion class and the least in the violin class. Piano students showed an average result in the correlation comparison, but their level was the highest in the final academic concert, 48.55% of the students showed a level of skill above average. While 39.13% of the violin students scored "excellent" and "good". The same level among the students of "percussion instruments" was shown by 35.71% of the students. Thus, one can conclude that applying intelligent technologies positively impacts students' performance, but it is necessary to be careful in choosing applications and technologies for implementation in the educational process. Further research should be directed at the impact of other applications and programs on learning, as well as ways to improve other music education areas and how they can be changed by intelligent technology use.

The paper compares the effectiveness of the online and blended learning of music during COVID-19. The study involved 140 students from Nanjing Xiaozhuang University in China. The research design: a pre-test and post-test experiment with a control group. The following research findings were obtained: the combination of face-to-face and online learning resulted in significant increases in PK (from 205.72 to 303.40), TPK (from 258.75 to 271.50), PCK (from 271.00 to 295.00) and TPCK (from 261.00 to 293.00) among students in TPACK test, which was significant (p 

The purpose of this research is to assess the effectiveness of using cloud storage services as a means to facilitate the rehearsal process in online choral vocal education. Third-year students from three Chinese educational institutions participated in this study. Thus, this research involved a total number of 336 people (320 students and 16 teachers). Accordingly, students were divided into two groups based on the training approach. The first one, Group A, consisted of students who received choral vocal training under the conventional program without the application of online platforms and cloud storage services. The second one, Group B, included students who received education using technology-enabled training methods. They participated in choral rehearsals on Zoom using multimedia materials from Google Drive. According to the results of the final assessment, Group B performed better than Group A; the difference in the average performance score was 5% between the two groups.

The COVID-19 public health crisis forced all educators to explore technology in the largest test of online teaching during the spring of 2020. Included in the population of educators were the studio music faculty steeped in a tradition of side by- side teaching. This research study explored the application of lighting and sound technology adapted to enhance the experiences in a 10-week, fully online course of one-to-one private lessons with a music studio faculty member and his students during summer 2020. The students received condenser microphones, headphones, and webcams with instructions for hardwiring into their home internet connection. The faculty member used the same materials plus a speaking microphone overhead on a boom along with three-point lighting: key, fill, and backlights. The lighting was used to ensure a bright studio, much like a television anchor employs. Students noticed the microphone use by instructor and commented his adaptation to the virtual lessons were more flexible while one participant exclaimed he grew more as a musician and covered more material in virtual lessons than in previous face-to-face lessons with the same instructor. The faculty member noticed better sounds from students when using the condenser microphones and less feedback because of the closed back headphones.

With the abrupt onset of the global lockdown in spring 2020, teachers had to adjust their teaching mode by using videoconferencing platforms for several months. In the academic year 2020–2021, instruction shifted to a mode of blended learning where face-to-face lessons were prioritized, and remote learning was employed in specific contexts. This study examined the experiences of conservatory and music schoolteachers with videoconferencing software, their preferences, difficulties faced, and conclusions drawn after having taught online. A survey was sent to all conservatories and some music schools in Spain for data collection, eliciting 485 responses. As per the study’s findings, most participants preferred face-to-face lessons before and after the lockdown. Zoom, Skype, Google Meet, and WhatsApp were the most frequently used platforms, of which Zoom and Skype were correlated with better student performance and satisfaction. Video calls were generally combined with other asynchronous methods to enhance learning.